NEW (2016) AQA AS-Level Biology – Cancer

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module.

For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep.

You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach!

To begin this lesson on cancer, students will review their knowledge of cell processes. They should be able to describe mitosis, the prophase, and cytokinesis in detail.

For a quick recap on mitosis students will watch a short video, then use their mini whiteboards to name cell cycles and their roles based the images on the following slides!

Students will then learn to calculate miotic index (MI). The following slide features an exam-style chart for them to practice calculating MI values.

They will then learn to calculate the time a cell spends in each stage and complete example calculations by showing all of their working on their mini whiteboards. Answers for self-assessment are on the following slide.

Using their knowledge on MI and cell stage time students will begin to think about cancer. They should make note of the definitions of key words before moving on.

Students will then watch a short video on the cancer genome project and answer four questions in their books while watching. Answers are provided for self-assessment.

The cell cycle is controlled at three checkpoints, at which the cell can continue or stop production. Students should make clear note in their books before moving on to discuss how these checkpoints are relevant to cancer. The following slides define proto-oncogenes, oncogenes, and mutated tumour suppressor genes, so students should be able to explain how mutations cause cancer.

Students are then taught how cancer treatment works in the cell cycle. The following slide considers the cellular side-effects of treating cancer.

To consolidate students will practise an exam-style fill in the blank task. Answers are on the following slide for self-assessment.

The plenary task is for students to draft a WhatsApp message to a friend explaining what they have learned about cancer in this lesson.

All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)